Preliminary task evaluation
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The document summarizes the learning and areas for improvement from a preliminary filmmaking task. It discusses successes like editing clips together and using planned camera shots. Areas for development were not filming enough footage for scenes and continuity issues between days. The brief was not fully met as it lacked a 180 degree rule. The author's contribution as camera operator and editor was decent but could be improved with more footage and advanced editing skills.
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Preliminary task evaluation
Preliminary task evaluationreecepollock84
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The document summarizes the learning and areas for improvement from a preliminary filmmaking task. It discusses successes like editing clips together and using planned camera shots. Areas for development included not filming enough footage for scenes and continuity issues between days. While the group produced a decent clip, they failed to meet the brief and time requirements by not following rules like the 180 degree shot continuity. The individual contributed as camera operator and editor but could improve with more advanced editing skills and additional footage.Prelim eval
Prelim evaljameskey98
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The student learned several skills from completing their preliminary film task. They learned how to effectively use camera shots like low angles, continuity techniques like matching clothes and locations, and basic editing. Some areas of success included good continuity and using a variety of shots. However, they need to improve planning time better and including more challenging shots and credits in the future.Evaluation powerpoint
Evaluation powerpointEmBicknell1005
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This document summarizes a student's experience filming a short video clip using continuity techniques for class. The student learned how to properly use a video camera and editing software. Time management was challenging, but the finished product came together well. Areas for improvement include better time planning and experimenting more with editing features. While some continuity techniques were successfully used, others like the 180 degree rule were difficult to include. The student evaluated their positive contribution to group roles and workflow.As Media Connor Lovatt Evaluation
As Media Connor Lovatt Evaluationconnorlovatt
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The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.As Media Evaluation Connor Lovatt Preliminary Task
As Media Evaluation Connor Lovatt Preliminary Taskconnorlovatt
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The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.Media preliminary evaluation
Media preliminary evaluationalexwaring
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The document summarizes the author's learning during a video editing project. They learned how to use Premiere Pro to edit videos, add transitions, and cut clips to match actions. They also learned how to properly frame shots, use a video camera, observe the 180 degree rule, and incorporate different camera shots. Areas for improvement include properly exporting the final video, participating in storyboarding, and importing videos into Premiere Pro. Overall, the author believes the brief was well met by following rules and ensuring the finished video was continuous.Q7 looking back at your preliminary task
Q7 looking back at your preliminary taskDilzLDN
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The student learned several important skills from their preliminary task to the final production. They improved their filming technique from only handheld shots to using a tripod and taking multiple takes. Their editing skills also progressed significantly from simply putting clips together to using advanced features like fades and effects. Additionally, they got better at selecting appropriate music. Overall, the student made huge improvements in their filming, editing, and use of production elements from their early work to the final project.Media evaluation 1
Media evaluation 1BecDore3663
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The document summarizes what was learned from creating a preliminary video task. It discusses using a storyboard to plan shots and characters, learning to operate a camera and manage time. Continuity errors due to outfits between shots was also experienced. The finished video used a variety of shots but could have been longer and had better editing. Group work was generally good but there were disagreements. Areas for future improvement include including more shots, better planning, and spending more time practicing editing.Eval 7
Eval 7raqeebulalam
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From producing a preliminary task to a full product, the author learned significant skills in camera work, directing, editing, and teamwork. For the preliminary task, the author's camera skills were limited and the directing was disorganized. However, experience with different shots and editing software improved the author's abilities. Additional research helped add special effects. Coordination with the team also improved, allowing for better planning and task distribution. These gained skills led to a main task that incorporated more advanced shots and tighter editing than the preliminary version.Prelim evaluation
Prelim evaluationLara243
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The document summarizes the evaluation of a student's preliminary film project involving a tennis racket in a kitchen. The student acted in and helped film, storyboard, and edit the short film. Through this process, the student learned the importance of storyboarding and planning shots. The film successfully included specific shots and techniques as criteria. However, some of the filming was shaky as it was handheld and the editing had some continuity issues. In the future, the student will improve filming with a tripod, better lighting, and easier shots to edit.Question 6
Question 6gdonnelly77
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The student learned several key skills when progressing from their preliminary media studies task to their full thriller film project. For the preliminary, they had only one hour to film and edit, whereas the thriller project allowed weeks of filming and editing. While the preliminary piece did not flow as well due to inexperience, it allowed them to experiment with the editing software and camera. This helped them apply techniques like match cuts, shot reverse shot, and the 180 degree rule more effectively in their larger thriller project. The preliminary also helped them gain comfort with editing tools like slow motion and speeding up clips. Overall, the student improved their filming, editing, and storytelling skills from the initial preliminary task to the full thriller film.Evaluation Question 7 
Evaluation Question 7 Tobias_Orchard1998
油
The document discusses what was learned from completing a preliminary editing task and how those skills were applied to a later full project. Specifically:
The preliminary task taught fundamental editing skills like the 180-degree rule and how to add effects like sound design. For the full project, they were able to properly apply continuity editing principles and use different camera angles and shots to better engage the audience. Completing the preliminary task helped provide hands-on experience that could be transferred to future, more advanced editing work.Evaluation Question 7 
Evaluation Question 7 Tobias_Orchard1998
油
The document discusses what was learned from completing a preliminary editing task and how those skills transferred to a later full project. Specifically:
- The preliminary task taught fundamental editing skills like the 180-degree rule and how to add effects like sound effects.
- These skills were applied to the later project, allowing them to properly implement techniques like camera angles and transitions to better engage the audience.
- Editing techniques from the preliminary experience like matching shots and using different shots were utilized to improve the full project.Preliminary task evaluation
Preliminary task evaluationJamieoliverkba
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The document discusses the filming and editing of a preliminary filmmaking task. It notes that filming with iPads made it difficult to keep the camera steady, affecting video quality. It was learnt that editing is key, and multiple shots from different angles are needed to avoid continuity errors when piecing the video together. While the criteria of match cuts, shot-reverse shot, and 180 degree rule were met, future videos would benefit from ensuring all scenes are filmed on the same day with the same props to maintain consistency.Evaluation question 6
Evaluation question 6meganx
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The brief for the preliminary task was to film a conversation scene including key filming techniques. This was to practice skills needed for the final thriller opening. From completing the task, the student learned how to use continuity rules, shoot different shot types, and gained experience working as a group and editing with Final Cut. Completing the preliminary task helped with the final project by providing experience using the camera, continuity, planning, group work, and editing skills, which ensured a smooth production process for the thriller opening.Preliminary task 2
Preliminary task 2DimitriosKyriazis3
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Dimitrios Kyriazis evaluated the preliminary steps taken to plan and produce a video continuity sequence for class. This included researching an idea, writing a script, storyboarding scenes with shots and angles, and slightly modifying the storyboard and script based on a classmate's feedback. Some challenges included using a phone instead of a digital camera to film and lighting issues from filming indoors. In post-production, Vegas Pro was used to edit shots, add color corrections, sound, captions and music to achieve the desired narrative structure. Going forward, Dimitrios would film with a better camera, give actors more direction, and allocate more time for filming and improving the music and dialogue audio levels. Overall, itFo49 question 7
Fo49 question 7beth_011
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The student learned several skills between their preliminary and final tasks for this project. For the preliminary task, they learned how to use a camera, properly frame shots, and execute shot reverse shot sequences. While pleased with the result, they identified areas for improvement like matching shots more smoothly. For the final task of creating a film title sequence, the student applied the skills they developed earlier. They felt the final product was much better thanks to skills like framing, matching shots, and incorporating more shot varieties. Additional skills learned for the final task included using a boom mic and new camera settings. Areas for further improvement included minimizing costume and lighting mismatches between shots. Fo49
Fo49beth002
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The student learned several skills between their preliminary and final tasks for this project. For the preliminary task, they learned how to use a camera, properly frame shots, and execute shot reverse shot sequences. While pleased with the result, they identified areas for improvement like matching shots more smoothly. For the final task of creating a film title sequence, the student applied the skills they developed earlier. They felt the final product was much better thanks to skills like framing, matching shots, and incorporating more shot varieties. Additional skills learned for the final task included using a boom mic and new camera settings. Areas for further improvement included minimizing costume and lighting mismatches between shots.Evaluation question 7
Evaluation question 7ECastillo11
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The document discusses the improvements made from the preliminary task to the final thriller task. It notes that continuity editing, continuity, sound quality, shot quality, and image quality all improved. Specifically, it mentions the inclusion of match on action, eyeline match and 180 degree rule in the preliminary task. It also notes better maintained settings, costumes, props and actors in the thriller. Sound quality improved by removing background noise. Shot quality benefited from a steadier camcorder and tripod. Image quality was helped by better lighting conditions in the thriller locations.Reflection on the prelim task
Reflection on the prelim taskSamuel1456
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The filmmakers accomplished their goals of achieving a 180 degree rule, match on action, and shot reverse shot in their preliminary film. While using the camera was initially tricky and some shots had to be retaken due to memory issues, the filmmakers were pleased with how the prelim task went overall. The prelim task provided an opportunity for the filmmakers to learn camera and tripod usage as well as be creative in developing narrative and exploring new camera angles.Task 7
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In the preliminary task, the author struggled to use video editing applications and took a long time to work without editing footage. For the final video, the author felt more comfortable breaking rules like the 180-degree rule and being more creative with a wider variety of shots from experience gained. Over time and with more practice on the Apple Macs, the author was able to progress their skills from the preliminary task to the final video.Evaluation of unit 2 advert
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This document contains an assessment of a student film project. It provides marks out of 5 for various objectives like understanding of advertising conventions, teamwork, planning and meeting deadlines, camera skills, and editing. It also includes targets for improvement on future projects, such as adding pack shots, using more complex shot types, and better editing. The student worked well with their partner Malaika on this project and wants to work with them again next time.Evaluation task 7
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The document discusses what the author learned from an initial preliminary task and subsequent film project. Specifically, the author notes improved camera work and editing skills. Techniques like the 180 degree rule and shot-reverse shot were applied. Some issues with sound and framing occurred in the preliminary task but were addressed for the film opening by using a tripod and no diegetic sound. Editing for the film opening was more advanced using effects, text, and sound to complement visuals. Overall, the author found the project enjoyable and acquired new skills to continue improving.Preliminary Project Evaluation
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The document summarizes what the author learned from a filmmaking task. They learned basic camera skills for video, different shot types and angles and how to use Adobe Premiere Pro. They also gained experience working as part of a team to record, edit and produce a quality final work. Areas for future improvement include better lighting, planning, focus and audio quality.Rishadtr cv 
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2) Observing and recording the frequency, time, location, and other contexts of problem behaviors to identify patterns.
3) Identifying what prompts and reinforces problem behaviors by examining triggers and consequences to understand functions of the behaviors.
The document also addresses potential roadblocks teachers may face in implementation and provides suggested solutions.Presentasi pancasila 
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Eval 7
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From producing a preliminary task to a full product, the author learned significant skills in camera work, directing, editing, and teamwork. For the preliminary task, the author's camera skills were limited and the directing was disorganized. However, experience with different shots and editing software improved the author's abilities. Additional research helped add special effects. Coordination with the team also improved, allowing for better planning and task distribution. These gained skills led to a main task that incorporated more advanced shots and tighter editing than the preliminary version.Prelim evaluation
Prelim evaluationLara243
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The document summarizes the evaluation of a student's preliminary film project involving a tennis racket in a kitchen. The student acted in and helped film, storyboard, and edit the short film. Through this process, the student learned the importance of storyboarding and planning shots. The film successfully included specific shots and techniques as criteria. However, some of the filming was shaky as it was handheld and the editing had some continuity issues. In the future, the student will improve filming with a tripod, better lighting, and easier shots to edit.Question 6
Question 6gdonnelly77
油
The student learned several key skills when progressing from their preliminary media studies task to their full thriller film project. For the preliminary, they had only one hour to film and edit, whereas the thriller project allowed weeks of filming and editing. While the preliminary piece did not flow as well due to inexperience, it allowed them to experiment with the editing software and camera. This helped them apply techniques like match cuts, shot reverse shot, and the 180 degree rule more effectively in their larger thriller project. The preliminary also helped them gain comfort with editing tools like slow motion and speeding up clips. Overall, the student improved their filming, editing, and storytelling skills from the initial preliminary task to the full thriller film.Evaluation Question 7
Evaluation Question 7 Tobias_Orchard1998
油
The document discusses what was learned from completing a preliminary editing task and how those skills were applied to a later full project. Specifically:
The preliminary task taught fundamental editing skills like the 180-degree rule and how to add effects like sound design. For the full project, they were able to properly apply continuity editing principles and use different camera angles and shots to better engage the audience. Completing the preliminary task helped provide hands-on experience that could be transferred to future, more advanced editing work.Evaluation Question 7
Evaluation Question 7 Tobias_Orchard1998
油
The document discusses what was learned from completing a preliminary editing task and how those skills transferred to a later full project. Specifically:
- The preliminary task taught fundamental editing skills like the 180-degree rule and how to add effects like sound effects.
- These skills were applied to the later project, allowing them to properly implement techniques like camera angles and transitions to better engage the audience.
- Editing techniques from the preliminary experience like matching shots and using different shots were utilized to improve the full project.Preliminary task evaluation
Preliminary task evaluationJamieoliverkba
油
The document discusses the filming and editing of a preliminary filmmaking task. It notes that filming with iPads made it difficult to keep the camera steady, affecting video quality. It was learnt that editing is key, and multiple shots from different angles are needed to avoid continuity errors when piecing the video together. While the criteria of match cuts, shot-reverse shot, and 180 degree rule were met, future videos would benefit from ensuring all scenes are filmed on the same day with the same props to maintain consistency.Evaluation question 6
Evaluation question 6meganx
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The brief for the preliminary task was to film a conversation scene including key filming techniques. This was to practice skills needed for the final thriller opening. From completing the task, the student learned how to use continuity rules, shoot different shot types, and gained experience working as a group and editing with Final Cut. Completing the preliminary task helped with the final project by providing experience using the camera, continuity, planning, group work, and editing skills, which ensured a smooth production process for the thriller opening.Preliminary task 2
Preliminary task 2DimitriosKyriazis3
油
Dimitrios Kyriazis evaluated the preliminary steps taken to plan and produce a video continuity sequence for class. This included researching an idea, writing a script, storyboarding scenes with shots and angles, and slightly modifying the storyboard and script based on a classmate's feedback. Some challenges included using a phone instead of a digital camera to film and lighting issues from filming indoors. In post-production, Vegas Pro was used to edit shots, add color corrections, sound, captions and music to achieve the desired narrative structure. Going forward, Dimitrios would film with a better camera, give actors more direction, and allocate more time for filming and improving the music and dialogue audio levels. Overall, itFo49 question 7
Fo49 question 7beth_011
油
The student learned several skills between their preliminary and final tasks for this project. For the preliminary task, they learned how to use a camera, properly frame shots, and execute shot reverse shot sequences. While pleased with the result, they identified areas for improvement like matching shots more smoothly. For the final task of creating a film title sequence, the student applied the skills they developed earlier. They felt the final product was much better thanks to skills like framing, matching shots, and incorporating more shot varieties. Additional skills learned for the final task included using a boom mic and new camera settings. Areas for further improvement included minimizing costume and lighting mismatches between shots. Fo49
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油
The student learned several skills between their preliminary and final tasks for this project. For the preliminary task, they learned how to use a camera, properly frame shots, and execute shot reverse shot sequences. While pleased with the result, they identified areas for improvement like matching shots more smoothly. For the final task of creating a film title sequence, the student applied the skills they developed earlier. They felt the final product was much better thanks to skills like framing, matching shots, and incorporating more shot varieties. Additional skills learned for the final task included using a boom mic and new camera settings. Areas for further improvement included minimizing costume and lighting mismatches between shots.Evaluation question 7
Evaluation question 7ECastillo11
油
The document discusses the improvements made from the preliminary task to the final thriller task. It notes that continuity editing, continuity, sound quality, shot quality, and image quality all improved. Specifically, it mentions the inclusion of match on action, eyeline match and 180 degree rule in the preliminary task. It also notes better maintained settings, costumes, props and actors in the thriller. Sound quality improved by removing background noise. Shot quality benefited from a steadier camcorder and tripod. Image quality was helped by better lighting conditions in the thriller locations.Reflection on the prelim task
Reflection on the prelim taskSamuel1456
油
The filmmakers accomplished their goals of achieving a 180 degree rule, match on action, and shot reverse shot in their preliminary film. While using the camera was initially tricky and some shots had to be retaken due to memory issues, the filmmakers were pleased with how the prelim task went overall. The prelim task provided an opportunity for the filmmakers to learn camera and tripod usage as well as be creative in developing narrative and exploring new camera angles.Task 7
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In the preliminary task, the author struggled to use video editing applications and took a long time to work without editing footage. For the final video, the author felt more comfortable breaking rules like the 180-degree rule and being more creative with a wider variety of shots from experience gained. Over time and with more practice on the Apple Macs, the author was able to progress their skills from the preliminary task to the final video.Evaluation of unit 2 advert
Evaluation of unit 2 advertDemiLowe
油
This document contains an assessment of a student film project. It provides marks out of 5 for various objectives like understanding of advertising conventions, teamwork, planning and meeting deadlines, camera skills, and editing. It also includes targets for improvement on future projects, such as adding pack shots, using more complex shot types, and better editing. The student worked well with their partner Malaika on this project and wants to work with them again next time.Evaluation task 7
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The document discusses what the author learned from an initial preliminary task and subsequent film project. Specifically, the author notes improved camera work and editing skills. Techniques like the 180 degree rule and shot-reverse shot were applied. Some issues with sound and framing occurred in the preliminary task but were addressed for the film opening by using a tripod and no diegetic sound. Editing for the film opening was more advanced using effects, text, and sound to complement visuals. Overall, the author found the project enjoyable and acquired new skills to continue improving.Preliminary Project Evaluation
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The document summarizes what the author learned from a filmmaking task. They learned basic camera skills for video, different shot types and angles and how to use Adobe Premiere Pro. They also gained experience working as part of a team to record, edit and produce a quality final work. Areas for future improvement include better lighting, planning, focus and audio quality.Viewers also liked (12)
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2) Observing and recording the frequency, time, location, and other contexts of problem behaviors to identify patterns.
3) Identifying what prompts and reinforces problem behaviors by examining triggers and consequences to understand functions of the behaviors.
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Prelim eval
Prelim evaljameskey98
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The document summarizes what the author learned from completing a preliminary filmmaking task. The author learned how to effectively use camera shots, manage time during filming, and ensure continuity between shots during both filming and editing. Areas of success for the task included good continuity and the use of various shot types. The author identifies areas for improvement such as more effective planning and inclusion of credits.Evaluation 7
Evaluation 7bethbrewer12
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The document discusses what was learned from creating a preliminary task video to the final product. It describes learning the importance of following techniques like the 180 degree rule, shot reverse shot, and match on action to create continuity and coherence. Through practicing these in the preliminary task, the filmmakers discovered they could apply the rules more subtly while still creating continuity. They also learned to use two cameras instead of one when filming to better apply match on action. Additionally, they learned to incorporate more varied camera angles, shots, and edits to make the final video more professional and satisfying to the target audience. Completing the preliminary task helped teach important editing and camera work skills that improved the quality of the final video.QUESTION 7
QUESTION 7melissamacey
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Through completing their preliminary exercise, the students learned important skills for editing film, such as how to cut shots and maintain continuity. They also learned about techniques like the 180-degree rule. For their full film, they improved their editing and camerawork abilities by practicing more and using a greater variety of shots. They applied different editing techniques like fades to make the final film more interesting for their audience.Media evaluation
Media evaluationconnorlovatt
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The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.Question 7
Question 7HNMmedia
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The preliminary task was not as polished as the final film due to lack of experience and planning. While the preliminary task provided an overview, the final film showed more variety in shots, locations, and quality of camerawork and acting. Planning and editing improved greatly between the two projects, though more organization was still needed for the final film. Overall, the filmmaker learned valuable skills in camerawork, editing, and planning that will help with future projects.Question 7 
Question 7 chloegreig1998
油
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.Evaluation Question 7
Evaluation Question 7jameyrowsell
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Jamey reflects on learning key skills from their preliminary task and full coursework film project. Planning was easier for the preliminary task as it had a given storyline, whereas the coursework required more independent planning. Storyboarding, camera skills, mise-en-scene, editing, sound, and titles were all areas that Jamey gained experience in through both projects. Teamwork and independent learning were also important skills developed. Overall, Jamey feels they have learned a great deal about film production across both tasks but could improve their time management.Evaluation question 7
Evaluation question 7lynettecarty
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The student learned several important lessons from completing the preliminary task and full product. They realized that proper planning through storyboarding is essential. While the preliminary task was rushed, the main task benefited greatly from careful planning of props, costumes, locations, and storyboard. The student also recognized issues with timing, group communication, and needs more experience with editing software. Overall, they gained valuable insights into filmmaking and confidence in their skills through completing these projects.Question 7
Question 7HNMmedia
油
The document compares a student's preliminary film task to their final film project.
[1] The preliminary task was an initial attempt and lacked planning, proper equipment use, and editing skills.
[2] In contrast, the final film had more planning through storyboards and scripts, better camerawork with more shots, and stronger editing with transitions and imported media.
[3] While the final film was an improvement and taught the student new skills, better organization was needed as editing and reshoots were rushed at the end.Evaluation question 6
Evaluation question 6ElliotLaville23
油
Through constructing their product, the students learned several important skills regarding camerawork, filming, and editing. They learned that keeping shots steady using a tripod and stabilizing mounted cameras are important for quality. Proper planning of shots is also crucial to the final product. When editing, researching how to properly use software like Final Cut Pro and Adobe Illustrator was important. While the students learned to remove objects from video frames in Photoshop, they discovered it's important to confirm file compatibility with their primary editing software to avoid wasted effort.Question 7
Question 7TashaWx
油
We have learned and progressed significantly from our preliminary task to our final product. Initially, editing was very difficult as we were unfamiliar with the software. However, through practice we learned skills like sound editing, cropping, adding effects and transitions. Our camerawork also improved as we gained experience operating the camera and understanding different shot types. While our preliminary task shots were basic, our final product incorporated a variety of shots like over-the-shoulder and close ups to tell the story effectively. Overall, we learned to create a higher quality final product through skills like camera movement, adding soundtracks, and producing a more polished edit.Evaluation of prelim task
Evaluation of prelim taskRuksanaMonnan
油
The team of four students managed tasks well through assigning main roles for filming and editing. They storyboarded and practiced their scene before filming with a Canon HD camera and tripod. Footage was edited together in Adobe Premiere on a Lacie drive. Factors like schedules, lighting, location, and sound quality were considered during planning and shooting. The sequence was completed ahead of schedule, and the group learned new filming, editing, and project management skills through hands-on experience with the technology and creative process.Evaluation of prelim task
Evaluation of prelim taskRuksanaMonnan
油
The student worked on a group project to create a film sequence for a preliminary task. They worked well as a team, with defined roles for filming, acting, and editing. They storyboarded their sequence and did practice runs to plan shots. They used a Canon HD camera, tripod, Adobe Premiere software, and external hard drive to complete the filming and editing. Factors like schedules, lighting, location, and sound quality were considered. The sequence was completed ahead of schedule. The student learned new camera, software, and film editing skills through this project.Evaluation Question 7
Evaluation Question 7Sam Benzie
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The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.Evaluation question 7 
Evaluation question 7 annabelwilford
油
The document compares the learning process between a preliminary task and final film production. For the preliminary task, the focus was on gaining experience with equipment and basic shots/editing in iMovie with no storyboarding. For the final film, extensive planning included storyboards and booking equipment for quality. More editing techniques were used along with props, titles, and sound mixing. Overall the final film showed significant improvements in skills and quality from lessons learned through the preliminary task experience.Evaluation of prelim task
Evaluation of prelim taskRuksanaMonnan
油
The student worked with a team of four on a filmmaking prelim task. They managed roles and schedules, with the student taking on editing. They storyboarded and practiced their scene before filming with a Canon camera and tripod. The team then used Adobe Premiere to edit, adding effects. The student learned new camera, software and editing skills through completing the task.Evaluation of prelim task
Evaluation of prelim taskRuksanaMonnan
油
The student worked with a team of four on a film project. They created storyboards and did practice runs to plan the sequence. They used a Canon HD camera, tripod, Adobe Premiere software, and LaCie drive to complete the filming and editing. Some challenges included balancing schedules and learning to use the new technology. Overall the sequence was successful and completed ahead of schedule. The student learned new camera, editing, and filmmaking skills through this project.Preliminary evaluation
Preliminary evaluationGeorgie Brough
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My evaluation for our preliminary task that we produced throughout the first six weeks of year twelve.Prelim to real task
Prelim to real taskBulk4Napa
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Looking back at the prelim task, what do you feel you have learnt in the progression from it to the full product?Preliminary task evaluation
Preliminary task evaluationFlee3
油
- The document discusses the author's experience filming and editing a video project for the first time where they took on roles they had not done before like operating the camera and editing solo.
- They learned how to properly use camera equipment like performing focus pulls and handling the camera to create a professional look, though felt their focus skills needed improvement.
- Through practicing camerawork and editing techniques like matching shots, the author was able to create a better flowing narrative and more professional production, but received feedback that some repetitive footage could be tedious for the audience.Recently uploaded (10)
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- 2. What have I learned during the making of your preliminary task? From the Preliminary task I have learned how to use editing software and how to use a camera properly.
- 3. Areas of success Our successful areas of the preliminary task was the filming and editing of the clips to turn them into one continuous clip. another area of success was we used most of the camera shots that we said we would on the storyboard.
- 4. Areas for development Our areas for development were we didn't film enough footage for a the scenes so we had to use the best of a bad bunch to improve this we will film more clips of the same scene until we have a good clip. Another area or development would be continuity as one of the days we didn't have the same clothes on so we had to start again.
- 5. How well did you meet the brief We failed to meet the brief as we did not include the 180 degree rule in our preliminary task, however we did manage to produce the clip to a decent standard. But it did not meet time set, it might have done if we had included the 180 degree rule
- 7. Evaluate your contribution to the groups work In the group I was the camera man and I also did the editing of the clips to turn it into the finished piece. I feel that I did a decent job as editor and camera man however there are places that could be improved, such as learning how to edit the clips better so more effects can be added into it. I should also have got more shots and clips to make the final piece longer.